Our Teaching and Learning Philosophy

Growing healthy bodies, loving hearts and inquisitive minds

Our teaching philosophy

Our teaching philosophy and approach is influenced by the foundational principles of Montessori education. This approach aims to foster the development of children into curious, self-confident, and self-directed learners to assist with the delivery of our vision to nurture healthy bodies, loving hearts, and inquisitive minds.

Fundamental to our philosophy is the relationship between the child, the adult, and the environment that is grounded in the belief that children can learn, discover, question, think, absorb information, make decisions and become well rounded respectful citizens within a carefully prepared and consistent environment facilitated by respectful responsive adults who can provide simple, effect and timely direct instruction, feedback and support based on children's starting points.

The key 5 principles that underpin our approach are:

The prepared environment using high quality learning materials
Indirect learning concrete learning preceding direct abstract learning
The responsive and respectful adult
A focus on nurturing self-directed learning, independence, curiosity and an inquiring mind
Learning grounded in reality

We have decided upon this educational approach to help us deliver our theologically rooted vision to help children to grow healthy bodies, loving hearts and inquisitive minds. In doing so, we believe our approach encouraged children to become curious, confident self-directed respectful learners equipped with the wisdom, skills and knowledge to flourish, thrive and live happy fulfilling lives.

Living life in all its fullness - John's Gospel 10:10

Both our Nursery and Reception/Year 1 classrooms are designed to reflect a typical Montessori environment and provide continuity for parents/carers choosing our school as their preferred choice after nursery.

Our classrooms are thoughtfully designed to encourage independence, order, and exploration including opportunities for children to engage in self-directed learning. Adults are adept at providing direct instruction with groups, the whole class and individuals to ensure learning is structured so that children progress.

Our Early Years curriculum is crafted to support our nursery and Reception children's learning and development so that children are well-prepared for school and have a strong foundation for future success.

The curriculum aligns with our school vision for learning encouraging children to lead happy, healthy lifestyles as well as fostering a loving heart and an inquisitive mind.

This forms the golden thread connecting the Early Years curriculum with our school curriculum. To further strengthen the link, our Reception and Year 1 children are taught together and follow a curriculum based on five strands that seamlessly integrate the early years framework with the national curriculum. These strands are: Practical Life, Sensorial Development, Language, Numeracy, and Cultural Studies.

Both our nursery and Reception/Year 1 classrooms are modelled on a similar layout and design to further these 5 strands.

The Prepared Environment

We believe children learn best in an orderly environment that has been prepared to enable them to explore and do things for themselves.

When you walk into our Nursery, Reception and Year 1 classrooms you will be struck by the natural sense of order, soft colours, uncluttered spaces, beautiful wooden furniture, open shelves and materials which children feel a sense of safety and belonging. Everything about the environment is designed to be tactile, easily accessible and sensory, giving the aspect of play to all the tasks.

Montessori materials are specially designed and created to provide children with opportunities to discover key learning outcomes through repetition and practice. Each material teaches one skill at a time and is intentionally designed to support independent learning and problem-solving.

There are several distinct areas within the classroom. These include a practical life, sensorial, language, mathematics and culture and form the basis of both the Montessori curriculum and the areas of development and learning in the Early Years Foundation Stage.

Practical Life

Activities in the practical life are designed to develop children’s fine motor skills, coordination, concentration, independence, responsibility, work habits and care for self and the environment.

Activities include pouring, transferring, sorting, peeling, grating, sifting, sorting, serving, cleaning, polishing, sewing, lacing, beading, weaving, threading, chopping, cutting, repairing, dismantling, fixing using real life objects wherever possible.

Whilst practical life activities have value in themselves, they are also indirect preparation for other areas of learning such as reading, writing and number. All these skills are then applied in the Home Corner and role play areas.

Tasks that require transferring objects are completed left to right and develop left right eye tracking - an essential pre-skill for reading and writing. Likewise, activities using pegs, spoons and tweezers develop and strengthen children’s pincer grip providing indirect preparation for holding a pencil, mark making and later on, writing words.

Sensorial

The sensorial area focuses on activities that help children develop and refine their senses so that they can better learn and understand the world around them.

Activities are designed to help children notice similarities, differences and detail and include sorting, ordering, sequencing and classifying according to shape, colour, size, sound, texture and form.

Children are encouraged to touch different textures and, by using their sense of touch, heighten their perception and understanding of the world around them. Children also access sand and water play where they learn to explore, investigate and observe.

Auditory activities are designed to heighten our children’s sense of sound perception and differentiating one sound from another. You'll see the Montessori Bells and sound cylinders in the Sensorial area for example.

These activities are indirect preparation for reading as they assist children differentiating between the 44 phonemes or units of sound used in the English language.

The Absorbent Mind

The child is believed to have an absorbent mind capable of effortlessly absorbing information from their environment. This approach advocates avoiding a fixed mindset and not imposing limitations on what children can achieve. Our approach believes children can achieve beyond what is typically expected within the right environment and instruction. For example, when talking about a flower found in the garden with a toddler, it is named as daisy, rose or sunflower because children have an enormous capacity to absorb the new words at this period in their life and facilitates proper linguistic development whilst laying a solid foundation for future learning.

Language

A child has enormous capacity to absorb the new words in this period in their life so a flower found in the garden is named as daisy, rose or sunflower, and the tiny insect crawling in the grass as ant, earwig or ladybird.

Our Nursery and Reception setting is filled with authentic, open-ended resources that children can explore, investigate and talk about.

These materials provide opportunities for children to explore and talk about and thus build their vocabulary base, language and communication skills.

Role play areas based on real life scenarios are also a key feature of our Nursery as they stimulate children’s imagination, natural urge to play and desire to communicate.

Mathematics

Children are introduced to number through counting games and nursery rhymes. Our sensorial materials refine the senses and develop cognitive skills such as thinking, judging, associating, and comparing.

Montessori believed children were born with a ‘mathematical mind’. By this, she meant they soon develop an ability to match, pair, sort and classify information and organise it in a logical way.

Children at our school explore and learn to identify shapes; pair sound cylinders, sort natural materials, such as shells, pebbles and conkers, according to size, colour, texture or weight.

When they are ready and show interest, they are introduced to counting with the help of number rods and sandpaper numerals.

Cultural Curriculum

The activities and materials on offer are responsive to children’s developmental curiosity and are designed to enrich their minds about our world, nature, art, and music.

Objects of interest provide opportunities to explore, investigate and discover new concepts and ideas.

You’ll see, real life objects such as torches or magnets for example are provided to encourage children to inquire and learn about scientific concepts such as light and shadows and magnetism.

Nature tables change and are added to throughout the year also teach children about the seasons, weather and change.

Curated Learning materials

Montessori learning emphasises carefully curated materials that facilitate a concrete to abstract learning approach. The educational materials are thoughtfully selected to provide hands-on, tangible experiences, allowing learners to grasp abstract concepts through direct, sensory engagement. Many of the materials are designed with control of error built in, enabling children to self-correct rather than rely on adult feedback.

Examples of such materials include the Pink Tower, which aids in spatial awareness, visual discrimination and the spindle box designed to aid with counting and cardinality by providing a concrete representation of quantity. Montessori materials in the classroom are organised in a logical progression, moving from simpler to more complex, creating a structured learning environment. This approach allows children to master essential skills through repetitive practice, fostering a methodical and ordered learning experience.

Reading and writing

Reading is explored phonetically in. Children are taught to build and construct words with letters and sounds alongside reading and long before they have the fine motor skills to write using a writing implement.

Montessori recognised this and that is why you will see wooden alphabets in our classrooms.

Number

When children are ready and show interest, they are introduced to counting with the help of number rods and sandpaper numerals.

Additional materials allow the child to use their sense of touch to grasp mathematical concepts of quantity. They have weight to them, which helps small hands and muscles understand that 1 is less than 10 and 1000 is more than 100.

Nurturing curiosity

Children engage in botany and zoology puzzles and explore objects, photos, culture-specific music, foods, and art activities that represent particular countries and cultures of study.

While exploring the rich content of the Cultural area, our children are unconsciously building skills in observation, prediction, sequencing, categorising, questioning, organising, comparing, and contrasting.

Creative arts

This area of the classroom is designed to give children the opportunity to express, create and design in art, design and technology, music and drama. Equipment provided encourages children to explore a range of media including mark making, pattern making, printing, painting, collage, sculpture and 3d construction.

Outdoor learning

Only by being outside can children enjoy the light and shade of different times of day and seasons or observe the subtle changes that take place as one season passes into another.

Big open outdoor spaces encourage children to open their posture using their arms like wings, swing or climb or simply roll around in safe outside spaces.

Forest School

Our outdoor area is designed to give children the opportunity to move, explore and develop gross motor skills in a way that is not possible in an indoor environment.

When children move into the Reception Class, they engage in the Forest School Programme and continue with outdoor learning through practical life activities.

Nurturing intrinsic motivation and independence

Children are inherently born with a natural desire to learn and explore, driven by internal or intrinsic motivation. Their curiosity and trial-and-error approach are fuelled by an innate desire to learn without fear or judgement. Intrinsic motivation focuses on fostering a sense of pride in personal achievements as a reward, rather than relying on external rewards. It is only when adults introduce judgement and comparison, children may prioritise pleasing others over the joy of learning. This is evident in situations where children are more eager to advance to the next academic level rather than finding pleasure in the learning process itself.

The responsibility of adults is to foster this curiosity, minimising excessive adult control and allow learning to unfold by offering a variety of carefully prepared inquiries, tasks and learning materials whilst simultaneously recognising when to provide direct instruction, scaffolding, and modelling. Whilst Montessori is often associated with independent, child-led exploration, direct instruction serves as a valuable complement. It helps to introduce foundational concepts, demonstrate skills, and offer necessary guidance, ensuring a balanced and effective learning environment.

The adult

As children move from the Nursery into Reception and Year 1, children begin to engage in work cycles for part of the week. This is part of their continuous provision where they provided with an element of choice of learning activities within a carefully prescribed range of options. This teaches children self-discipline and the executive functioning skills needed to be an effective self motivated curious learner.

During other times of the week children learn together as a class or in groups so that they are well prepared for the next stage of their education and the school curriculum.

It is the role of the teacher to facilitate, plan and orchestrate these learning activities through observing a child's characteristics, tendencies, interests, abilities as well as direction instruction.

We are also supported by a lead Montessori practitioner based at our partner school in Stisted. Their role is to ensure the Montessori approach is applied authentically.

The child

The Montessori approach is built on the relationship between the child, the adult and the environment and the belief that the child has an absorbent mind capable of effortlessly soaking up information from their environment.

Our approach believes that everything a young child encounters in their life is awe-inspiring and fills them with wonder. When the whole world is still relatively brand-new, animals, plants, the environment, and real people provide more than enough inspiration for their young minds.

Learning is personalised and based on each child's unique stage of development, interests, and needs using specifically designed materials that have earned their right to be in the classroom.

Children learn through play, discovery, repetition, direct instruction and a deep curiosity and respect for their own learning, other people and their environment.

Respect

The Montessori approach emphasises fostering respect for the child, environment, oneself, and others. This encourages children to cultivate a strong sense of self-respect, promoting a positive self-image whilst fostering a sense of empathy and understanding within the learning community. The incorporation of grace and courtesy in the Montessori method involves teaching social skills, politeness, and consideration, contributing to the overall development of well-rounded and socially responsible individuals.

Children are trained to respect and care for the environment as soon as they enter the nursery. They learn to take pride in maintaining a tidy classroom, including their individual work spaces. They are educated on how to handle learning materials responsibly and how to neatly fold clothes and look after their personal items. The role of adults in our school is to be respectful at all times, understand and empathise with the child's perspective, listen attentively, and appreciate accomplishments based on their starting points rather than superficial factors.

Adults do not define children by their appearance, background or behaviour and do not invade children’s personal or emotional space without being invited. For example, a respectful adult is more interested in the fact a person is able to dress themselves than making a judgement on what they are wearing.

A respectful adult is also a responsive adult who tailors learning experiences to meet a child's needs, prioritising the child's agenda over their own. This involves keen observation, guidance, facilitation, and adaptation of plans to address learning gaps and misconceptions.

Indirect Preparation

Indirect preparation is a foundational principle in the Montessori educational approach, where children are prepared for future learning experiences in subtle and indirect ways. This concept is deeply embedded in the design of our curriculum, learning materials and teaching approach.

This principle is seen on a day to basis with our older pupils where teachers break down learning into small steps because they understand the learning process. Whilst the adult may have a clear idea of the purpose and learning outcomes of a particular lesson, their instruction involves the ability to break down and sequence the learning and knowledge needed for children to experience success.

Activities in the Montessori environment often serve multiple purposes. While children might be directly engaged in a task for one reason (e.g. pouring water from one jug to another), they are simultaneously developing skills for future tasks (e.g. hand-eye coordination for writing). The immediate goal may seem unrelated to the future skill, but it lays the groundwork.

Montessori sensorial materials, such as the pink tower, the broad stairs, and the knobbed cylinders, help children understand size, dimension, and gradation. These activities indirectly prepare children for understanding mathematical concepts such as comparison, order, and sequence. The decimal system, for example, is indirectly prepared through activities like counting beads and understanding place value.

Practical life activities such as buttoning, pouring, or sweeping are designed to be indirectly preparatory. They enhance motor skills, coordination, and focus, which are essential for both daily living and academic tasks including writing that involves left to right tracking and a strong controlled pincer grip.

Learning grounded in reality and real life experiences

The adult plays a key role in providing an authentic learning environment grounded in reality. Real experiences and real objects take precedence over fantasy and pretend objects. This is why you will find real objects such as glass pouring jugs, nuts and bolts, tweezers in our classrooms wherever possible.

This means authentic materials and experiences are prioritised over pretend ones with imagination being grounded in real-life encounters rather than fantasy. Our younger children engage in weekly Forest School activities and older children engage in real life experiences such as regular visits to the local library, trips, visits and authentic visitors.

Fantasy is described as stories and ideas drawn from a world which does not exist whereas imagination is based on conjuring up ideas from real life experiences.

While it is natural for children to be drawn to fantasy, it is the knowledge from the real world that will enrich their ability to imagine. When the whole world is still relatively brand-new, animals, plants, the environment, and real people provide more than enough inspiration for their young minds.

There is less of a need to tell stories about dragons, fairies and unicorns to young minds not only because the child often has a hard time distinguishing between whether they are real or not, but also because an actual horse is just as fantastic to them.

However, as children grow older, the role of fantasy and imagination can take on a different, more significant role in their development. In the Montessori environment for older children (typically ages 6-12), fantasy can be integrated in a way that supports learning and creativity while staying aligned with our principles.By aligning fantasy activities with educational goals and Montessori principles, educators can provide a balanced approach that nurtures both imagination and a love for the real world. Fantasy, when used thoughtfully, becomes a tool for exploration, understanding, and growth.

The Early Years Framework

The Early Years Foundation Stage (EYFS) framework in the UK and the Montessori approach share common goals in promoting holistic development in children. While they have slightly different structures and terminology, they both encompass key areas of learning and development. Let's explore how the seven areas of the EYFS framework align with the five areas of learning in the Montessori approach:

Communication and Language (EYFS): This area focuses on developing children's speaking, listening, and understanding skills. In the Montessori approach, language development is also highly emphasized through activities such as spoken language exercises, vocabulary building, and storytelling.
Physical Development (EYFS): This area emphasizes the importance of physical activity, fine and gross motor skills development, and healthy habits. Similarly, the Montessori approach promotes physical development through activities that enhance coordination, balance, and fine motor skills, often through practical life activities and outdoor play.
Personal, Social, and Emotional Development (EYFS): Both frameworks prioritise the development of self-awareness, social skills, and emotional regulation. Montessori education encourages independence, respect for others, and cooperation through activities that promote self-care, social interaction, and conflict resolution.
Literacy (EYFS): This area focuses on fostering children's reading and writing skills, including phonics, vocabulary, and comprehension. In the Montessori approach, literacy is integrated into various activities, such as the use of sandpaper letters for tactile letter recognition and the phonetic approach to reading and writing.
Mathematics (EYFS): Mathematics in the EYFS includes concepts such as numbers, shapes, patterns, and measurements. Montessori mathematics materials provide hands-on experiences for children to explore mathematical concepts concretely before moving to abstract thinking, aligning with the EYFS focus on active learning.
Understanding the World (EYFS): This area encompasses children's curiosity about their environment, people, and communities. Montessori education fosters a sense of wonder and exploration through activities that introduce children to science, geography, history, and cultural diversity, often using hands-on materials and real-life experiences.
Expressive Arts and Design (EYFS): This area encourages children to express themselves creatively through art, music, dance, and imaginative play. Similarly, the Montessori approach values self-expression and creativity, providing opportunities for children to engage in artistic activities, music exploration, and dramatic play to foster imagination and aesthetic appreciation.

While the EYFS framework delineates seven specific areas of learning and development and the Montessori approach emphasizes five key areas, both approaches share a fundamental commitment to nurturing the whole child and providing a rich and stimulating environment for learning and growth. The seamless integration of these areas in both frameworks supports children's holistic development and prepares them for success in school and in life.

Applying for a nursery or school place

Nursery Application Form

Nursery Terms and Conditions

Nursery Notification of Leaving Form

If you are looking for a nursery or a school place, please arrange a visit and we will be delighted to show you around. We also accept mid-year applications for children wishing to join in other year groups.

Please call 01371 810423 to arrange a tour and visit our nursery. Further inquiries can also be made by email to:

office@finchingfieldacademy.com

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